Example Outcomes
Example Outcomes
The following examples are taken from real Routines-Based Interviews, which produced the informal goals below. The format for the
observable goals, which is used interchangeably with “outcomes,” and for the criteria are from our model for early intervention in
natural environments (www.VanderbiltChildrens.com/earlyintervention).
Informal goal
Communicate his needs
(drink, don’t feel well, eat,
more, play, TV, outside)
Eating with combination of
textures; vegetables, fruits
Hand washing—water rinsing
Identifying objects (in a book,
on body), to see where he is
cognitively
Transitions (e.g., from park)
when he has to stop doing
something fun
Making sounds (playing with
Chris, diaper, reading, play,
feeding)
Responding to Julie and Chris
during reading, play, meals
Reach (playing on floor, bath,
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Child-Level Goals
Observable goal Criteria for accomplishment (We will know he or she
can do this when…)
[Child] will participate in meals, play He uses four single words in one day, for 3 consecutive
times, hanging out, outside time) by days.
communicating his needs.
[Child] will participate in meals by eating He eats 3 portions (1/4-1/2 cup/portion) of food with a
foods having a combination of textures. combination of textures (e.g., pasta with sauce) in 1
week.
[Child] will participate in toileting and He independently washes his hands, including rinsing,
preparing for meals by washing his after toileting or on hearing that a meal is ready, 2 times
hands, including rinsing them. a day for 5 consecutive days.
[Child] will participate in book reading, He correctly points to 5 named (i. e., “Where’s the
dressing, bathing, and toileting by bunny?) objects in books or 5 named body parts in 1
pointing to named objects or body parts day.
(e.g., Where’s the bunny?).
[Child] will participate in outings to the He moves on to the next activity (e.g., begins walk
park and play times at home by moving home or to the car) with no fussing on 3 out of 5
on to something else when he is told to. transitions in a week for 3 consecutive weeks.
[Child] will participate in playing with He makes 15 separate cooing or babbling sounds for 3
his father, diaper change, reading time, consecutive minutes during any three of these times of
play time, and feeding by making sounds. day in 1 day.
[Child] will participate in reading time, He makes a sound or looks at Julie or Chris within three
play time, and meals by responding to his seconds of their trying to get his attention, once in each
parents. of these times of day, for 3 consecutive days.
[Child] will participate in playing time on He reaches his arm towards a person or object once in
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swim class, music, feeding)
Batting for toys and splashing
(play, bath)
Grasp things in front of him
(music, bath, feeding)
Rolling both ways, pushing up
(play)
Sitting unassisted (music,
bath, feeding)
Samantha communicate, esp.
“I love you” at wake up and
what to eat at meals
Eat without stuffing
Cup drinking
Eat with utensils
Potty training
Dressing independently
Play with toys appropriately at
hanging-out times
Emily will extend arms at
dressing
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the floor, bath, swim class, music, or
feeding by reaching for people or objects.
[Child] will participate in play and bath
times by batting toys and splashing,
respectively.
[Child] will participate in music, bath,
and feeding by grasp objects in front of
him.
[Child] will participate in play time on
the floor by rolling from his stomach to
his back, rolling from his back to his
stomach, and pushing up on his arms.
[Child] will participate in music, bath
time, and feeding by sitting unassisted.
Samantha will participate in waking up
time and meals by communicating.
Samantha will participate in meals by
chewing and swallowing her food, one
mouthful at a time.
Samantha will participate in meals by
drinking from a cup.
Samantha will participate in meals by
eating with utensils.
Samantha will participate in toileting by
indicating she needs to go.
Samantha will participate in dressing
time by putting on her clothes
independently.
Samantha will participate in hanging-out
times by playing with toys appropriately.
Emily will participate in dressing time by
extending her arms.
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Example Outcomes
any 3 of these times of day for 3 consecutive days.
He bats 5 times at toys in a 15 minute play time or
splashes 5 times during a bath time on 3 consecutive
days.
He grasps an object once at each of these 3 times of day
in a day, for 3 consecutive days.
He does each of these movements in 1 play time on 3
different days in 1 week.
He sits without support in each of these times of day for
3 minutes in 1 day.
She says, “I love you” 3 times in 1 week, when Sue
enters her room, and when she names 2 foods (i.e., not
in view) she wants in 1 week.
She puts one spoonful of food in her mouth, chews it,
and swallows it, before putting the next spoonful in her
mouth, 4 times in a meal for 5 consecutive meals.
She drinks 3 oz from a cup with no lid, with no spilling,
during every meal for 5 consecutive days.
She uses a spoon or fork for 5 minutes in lunch AND
dinner for 5 consecutive days.
She indicates she needs to go (i.e., before an “accident”)
5 times in 1 week.
She puts on her shirt, pants, and socks or shoes, without
any help, for 5 days in 1 week.
She plays appropriately (by parents’ judgment) with 3
different toys for 3 minutes each in 1 week.
She pushes her arms through the sleeves of her shirt,
without help, 7 times in 1 week.
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Play without head banging
(because of child care)
Communicate Mama, no, up,
cup, Dada, etc.
Sit in car seat without self-
stimulating with middle strap
(for social reasons)
Walk faster
Jenevae will move
independently (like crawling)
Learn to play with more
complicated toys
Say words
Pulling to stand
Come to sitting
Stephan and Renée stay with
parents when go out
Dressing
Table manners and feeding
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Emily will participate in play times by
playing without banging her head.
Emily will participate in meals, play
time, and waking up time by using
words.
[Child] will participate in car rides
without self-stimulating.
Emily will participate in outings by
keeping up with her parents while
walking.
Jenevae will participate in toy play by
moving independently.
Jenevae will participate in toy play by
playing with toys that require different
behaviors.
Jenevae will participate in waking up,
meals, and play time by saying words.
Jenevae will participate in waking up,
play time, hanging out time, and outside
time by pulling to stand.
Jenevae will participate in waking up,
play time, and hanging out time by
coming to sitting.
Stephan and Renée will participate in
outings by staying with their parents.
Stephan will participate in dressing and
bath time by dressing himself.
Stephan will participate in meals by
using good manners and eating
appropriately.
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Example Outcomes
She goes for the entire day without banging her head for
5 consecutive days.
She uses at least 3 different words at 3 separate times in
1 day.
She plays with objects, points, sings, and talks, without
self-stimulating every day for 2 weeks.
She can walk 1 yard in 2 seconds for 20 yards, with one
hand held, on three occasions per outing, once at the
grocery store, once at the mall, and once at church.
She moves forward on her tummy 24 inches to obtain a
toy or person, twice a day for 3 consecutive days.
She plays with 5 toys, using 3 different behaviors (e.g.,
putting in, taking out, rolling, turning a handle, opening,
closing) with each toy, during 5 consecutive days.
She says 1 identifiable word, not in imitation, during
waking up, 1 meal, and play time in 1 day.
She pulls herself to stand in 2 of the 4 times of day
identified for 5 consecutive days.
She can move from being on her tummy to sitting,
independently, once at waking up, once at play time,
and once at hanging out time, in 1 day, for 3
consecutive days.
They remain within 10 feet of their parents on every
outing for 3 consecutive weeks.
He puts on all his clothes with no physical assistance at
both morning and evening (pajamas) dressing for 7
consecutive days.
Ali rates his table manners as adequate and his eating as
appropriate for 5 dinners a week for 3 consecutive
weeks.
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Stephan follow bedtime
routine
Adam—independent at
dressing
Independent eating (using
utensils, initiating clearing
table)
Play with toys and people at
the same time
Participate in conversations
(vs. just getting needs met)
Meals without “attacking”
Paige (sister)
More varied foods [a very
common priority in many
families]
Adam play with toys more
Potty training
Communicate what he wants
Sleeping on good schedule
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Stephan will participate in bedtime by
following the routine.
Adam will participate in morning and
evening dressing by dressing himself.
Adam will participate in meals by using
utensils independently and by initiating
clearing the table.
Adam will participate in play time by
playing with toys and people at the same
time.
Adam will participate in meals and
hanging out by conversing (not just
trying to get needs met).
Adam will participate in meals by
behaving appropriately, not attacking
Paige.
Adam will participate in meals by eating
a variety of foods.
Adam will participate in play and
hanging-out times by playing with toys.
Adam will participate in toileting by
going to the potty.
[Child] will participate in meals, play
times, and hanging out by
communicating what he wants.
[Child] will participate in nighttime
sleeping by going to bed on time and
staying in bed through the night.
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Example Outcomes
He plays for 30 minutes, brushes his teeth, participates
in family time, and stays in bed on 4 nights a week for 3
consecutive weeks.
He puts on all his clothes (pajamas at night) in the
morning and at night, with no physical assistance, on 4
days a week for 3 consecutive weeks.
He uses utensils independently for 15 minutes once a
day for 5 consecutive days and initiates clearing the
table 5 days a week for 3 consecutive weeks.
He plays associatively or cooperatively with toys and
people for 15 minutes during 1 play time a day for 5
consecutive days.
He engages in back-and-forth conversations for 5
minutes twice a day for 3 consecutive days.
He eats dinner for 3 consecutive weeks, every night,
without hitting Paige.
He eats one vegetable, one protein, and one carb at
lunch and at dinner on 4 lunches and 4 dinners a week
for 3 consecutive weeks.
He plays with a toy for at least 3 minutes once a day,
for 5 days a week, for 3 consecutive weeks.
He uses the potty independently, after a verbal prompt,
3 times a day, every day of the week, for 3 consecutive
weeks.
He uses single signs or words to request spontaneously
or to answer to “What do you want?” at all three times
of the day, every day for a week, for 3 consecutive
weeks.
He goes to bed ______ p.m. and stays in bed until ___
a.m. for 7 consecutive nights.
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Potty awareness
Reduce number of meltdowns
Sit at table at lunch and
dinner, at Grandma’s, and at
restaurants
Sit for haircut
In store, “contingency
awareness” (accept bribes!)
Play with other kids
Play or hang out in early
morning without fussing
Forming words—book
reading, calling people, when
frustrated
More engaged with an activity
at play times, dinner time,
while [Sister’s] doing things.
Entertain himself
Feed himself with a spoon
Cup drinking
Walking—play times, hangin’
out
Initiate an interaction with a
R. A. McWilliam
Example Outcomes
[Child] will participate in toileting by He pats his diaper, heads to the potty, or says “Potty” 3
indicating he needs to go potty. times while still dry, followed by successful
elimination, a day for 5 consecutive days.
[Child] will participate in play times, He is engaged in all three kinds of situations, without
transitions, and meals by behaving having a tantrum, on 4 days a week, for 3 consecutive
appropriately and not having a meltdown. weeks.
[Child] will participate in lunch, dinner, He sits at the table for 15 minutes in 2 of the following
at Grandma’s, and at restaurants by situations per day: lunch, dinner, Grandma’s, and
sitting at the table. restaurants, for 7 consecutive days.
[Child] will participate in haircuts by He sits for 10 minutes during each of 3 consecutive
sitting still. haircuts.
[Child] will participate in going to the He behaves appropriately after being promised a reward
store by behaving appropriately for good behavior on 3 out of 5 outings.
[Child] will participate in play dates by He engages in associative or cooperative play with
playing with other kids. another child for 10 minutes, twice a week, for 3
consecutive weeks.
[Child] will participate in waking up by He plays without fussing during 4 waking-up times a
playing without fussing. week, for 3 consecutive weeks.
[Child] will participate in book time, play He uses 10 understandable signs or words by [date].
time, and hanging-out time by using
single words or signs.
[Child] will participate in play times, He remains engaged with an activity, without requiring
dinner time, and while [Sister] is playing attention, for 15 minutes, once a day during one of these
by being engaged with an activity. times of day, for 5 consecutive days.
[Child] will participate in meals by He eats a bowlful of food (approximately 25 scoops)
feeding himself with a spoon. with little spilling during 1 meal a day for 7 consecutive
days.
[Child] will participate in meals by He drinks 4 ounces from a cup with no lid, 3 times a
drinking from a cup without a lid. day, every day for 3 consecutive weeks.
[Child] will participate in play and He walks 10 steps independently during these times,
hanging-out times by walking. twice a day, every day for 2 weeks.
[Child] will participate in free play, He initiates interactions, using a child’s name, in two
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friend, using his or her name
Play back and forth with an
adult (taking turns)
Drink from a sippy cup
independently
Stay with one activity at
centers for a reasonable time
Play with toys instead of
wandering around the room
Color efficiently, holding the
crayon in a more sophisticated
manner
Follow 2-step commands in
the classroom
Informal goal
Therapies more under Jo’s
control
Child care when Jo needs
longer term care (e.g., during
her medical treatments)
Information on research, what
other moms do, bedtime
rituals
Time for Chris and Julie
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outside play, and centers by initiating
interactions, using a child’s name.
[Child] will participate in play and
hanging-out times by taking turns with an
adult.
[Child] will participate in meals by
drinking form a sippy cup,
independently.
[Child] will participate in centers by
spending 5 minutes at any one activity.
[Child] will participate in free play by
playing with toys instead of wandering
around the room.
[Child] will participate in art by holding
the crayon with the point coming out the
thumb side of his fist.
[Child] will participate in circle, centers,
small-toy play, music, meals, and
toileting by following 2-step commands.
Family-Level Goals
Specific goal
Jo will revise the schedule of [Child’s]
therapies to suit her own needs
Jo will have child care lined up for when
she needs longer term care
Julie will have information on research
relevant to her child, on what other
parents of similar children do, and on
bedtime routines.
Chris and Julie will have 3 nights out.
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Example Outcomes
out of the situations (routines) given, in a day, for 5
consecutive days.
He engages in 6 turns in at least 1 of 3 different kinds of
games and, at minimum, in every 1 of the 3 games in 1
week, for 3 consecutive weeks.
He drinks 4 oz from a sippy cup, with no physical
assistance, 3 times a day for 7 consecutive days.
He spends 5 minutes at any 1 centers activity on 3 days
a week for 3 consecutive weeks.
He plays with toys for 5 minutes out of every 15
minutes of free play, twice a day, on 3 days a week, for
3 consecutive weeks.
He colors in that fashion for most of the time he is
coloring during every art activity for three consecutive
weeks.
He follows 2-step commands in three of the situations
(routines) given every day for 3 consecutive weeks.
Criterion for accomplishment
By [date]
By [date]
By [date]
By [date]
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together [a very common
outcome in many families]
Sue get a new job
New beds for kids
Time for Gina to play with
Maria and Emily (15-30 mins)
Down time before dinner for
family
Find child care
Maria (sister) cooperate
Hobby for Andrew (not video,
not car)
Andrew to college
Info re: financial help
Lower Ana’s stress
Time for Ana for herself
(trustworthy child care) [time
for herself a very common
outcome across many
mothers]
Info on child care
Choose right kindergarten
Friends for Stephan
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Sue will have information about potential
new jobs
Sue will get new beds for the children
Gina will play with Maria and Emily,
together, for 15-30 minutes a day.
Gina will arrange for the family to have
down time before dinner
Gina will find acceptable child care for
Emily.
Maria will participate in play time,
dressing, and meals by cooperating.
(Alternative if sibling outcome is
unacceptable in a system) Gina will get
Maria to cooperate.
Andrew will acquire a new hobby.
Andrew will enroll in a college course
Ana and Andrew will have information
about financial resources they might be
eligible for.
Ana will lower her stress levels.
Ana will spend time without family,
while Jenevae is in trustworthy child
care.
Ana will have information on child care.
Ali will choose a kindergarten with
which she is happy.
Ali will provide Stephan with
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Example Outcomes
By [date]
By [date]
4 days in 1 week.
3 nights a week for 3 weeks.
By [date]
She does what she’s told within 5 seconds 5 times a day
for 5 consecutive days.
Gina will get Maria to do what she’s told within 5
seconds 5 times a day for 5 consecutive days.
He participates in the activity at least once a week for 8
weeks.
By [date]
They can list 4 investigated resources.
She reports less stress by [date].
She spends 2 hours a week without family, while
Jenevae is in trustworthy child care.
She has the names of three resources for child care.
By [date]
She has five play dates by [date].
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Time for whole family at
bedtime
Less chaotic when Ali comes
home
Do more things with Paige
and Hailey (sisters of client
child)
Rachel—info re: sleep and
autism spectrum disorder
Jeff do things with Adam
Family go somewhere after
5:00, without tantrums
Creative things to do with
children
Monitor allergy
Teach Lauren to be flexible at
play times
Natasha work out with friends
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Example Outcomes
opportunities to make friends.
The whole family will spend time They spend 15 minutes, 4 nights a week for 3
together at the children’s bedtime. consecutive weeks.
Family time will be peaceful when Ali Ali judges the first 30 minutes of re-entry as peaceful, 4
comes home. days a week for 3 consecutive weeks.
Rachel will spend time with Paige and She does one activity a day, on Mondays-Fridays, with
Hailey. Paige and Hailey for 3 consecutive weeks.
Rachel will have information on sleep By [date].
and autism spectrum disorder.
Jeff (father) will do things with Adam. He engages in 1 15-minute activity a day, every day of
the week, for 3 consecutive weeks.
The family will go out after 5:00, without They go out once a week with no tantrums for 3
[the child’s] having a tantrum. consecutive weeks.
Natasha will engage in creative activities She engages in 4 creative activities a week for 3
with the children. consecutive weeks.
Natasha will monitor [child’s] allergies. She records every day for 3 consecutive weeks whether
he showed symptoms.
Natasha will teach Lauren to be flexible Natasha shows she can teach Lauren by [date]. [This
at play times. outcome could be stated as a child outcome for Lauren,
the sister.]
Natasha will work out with friends She works out with friends at least once a week for 4
consecutive weeks.
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